A ESCOLA COMO TEMPO E ESPAÇO NA FORMAÇÃO CONTINUADA PARA A INCLUSÃO ESCOLAR: O INSTITUÍDO E O INSTITUINTE / THE SCHOOL AS TIME AND SPACE IN CONTINUOUS FORMATION FOR SCHOOL INCLUSION: THE INSTITUTED AND THE INSTITUINT
Ana Claudia de Freitas Ribeiro
DATA DE PUBLICAÇÃO
The following research was conducted for the Masters Degree in Formation, Knowledge, and Professional Development. It displays the panorama of an elementary school of the city of São Pedro do Sul, in which four teachers took part. The main question was: what representations of the school are built by the teachers for the school to be a space/ time for continuous formation, being school inclusion a challenge? From this question, the main was to know the concepts of teachers on meetings as a formation space for school inclusion. This topic is currently emerging in the school as privileged space for continuous formation. The inclusion is happening in the schools where the teachers many times feel not prepared to work with differences in the classroom. Four teachers have been interviewed in the same school, in the interview scripts there were questions approaching their professional life history, since the work with teaching narrative allows the interviewed to remember their experiences and activate a self-formation process. Among some authors that approach the narratives of the research participants aiming to approximate the senses and meanings are Castoriadis (1982, 1992), Nóvoa (1991, 1995), Rios (2006), Perrenoud (2202), Tardif (2002), Mizukami(2202), Correa (2003), Oliveira (1995, 2002,2005 e 2006) , Dal-forno (2005), Mantoan (2003 e 2006), Mittler (2003) e Carvalho (2005). In conclusion, the teachers are still waiting for the formation coming from the administrators, as speeches, since it is the instituted, constituting a space for creation of alternatives for the topics that are not approached in the speeches. In order to the school to be a place with formal formation time, it is important to brake up with the teaching isolation culture and develop team work. Concerning the inclusion challenge, it is seen as something easier for students with deficiency diagnosis; however it is more complicated for students without the diagnosis and presenting behavior and learning problems.
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